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ERIC Number: EJ888598
Record Type: Journal
Publication Date: 2008
Pages: 14
Abstractor: As Provided
Reference Count: 57
ISSN: ISSN-0731-9487
Algebra Progress Monitoring and Interventions for Students with Learning Disabilities
Foegen, Anne
Learning Disability Quarterly, v31 n2 p65-78 Spr 2008
Competence in algebra is linked to access to higher education, employment in better-paying jobs, and, increasingly, the ability to earn a high school diploma. For many students with learning disabilities, developing proficiency in algebra represents a challenging, but necessary goal. Teachers of students with learning disabilities need access to assessment tools and instructional strategies that support algebra learning. This article reports research on a group of measures designed to monitor student progress in algebra and highlights findings specific to students with disabilities. In addition, evidence-based instructional strategies for algebra are summarized. Implications for practitioners and future research are discussed for both progress monitoring assessment tools and algebra instructional practices. (Contains 4 tables and 2 footnotes.)
Council for Learning Disabilities. P.O. Box 4014, Leesburg, VA 20177. Tel: 571-258-1010; Fax: 571-258-1011; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A